From Early Childhood to Adolescence: Linking Family Functioning and School Behavior

Autor/in	Johnson, Vanessa K.
Titel	From Early Childhood to Adolescence: Linking Family Functioning and School Behavior
Quelle	In: Family Relations, 59 (2010) 3, S.313-325 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0197-6664
DOI	10.1111/j.1741-3729.2010.00604.x
Schlagwörter	Family Relationship; Kindergarten; Grade 9; Student Behavior; Longitudinal Studies; Aggression; Attention Control; Parent Child Relationship; Mothers; Anxiety; Depression (Psychology); Withdrawal (Psychology); Fathers + Suchen Sie Ihr Suchwort? School year 09; 9. Schuljahr; Schuljahr 09; Student behaviour; Schülerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Aufmerksamkeitstest; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Angst; Rückzugsverhalten
Abstract	The present study uses observational assessment of 66 two-parent families working and playing together when their eldest child is in kindergarten and again in ninth grade to identify distinct patterns of family functioning derived from structural family systems theory. Whereas concurrent assessment of the relationship between family type and adolescents' school behavior was not significant, significant prospective longitudinal relationships between family type assessed in early childhood and ninth-grade school behavior was indicated. Kindergarteners whose families were primarily characterized by a strong mother-child alliance were less academically competent, more aggressive/inattentive, and more anxious/depressed/withdrawn at school 9 years later when they were in ninth grade than their peers in more cohesive or father-child allied families. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10